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The Classroom and Beyond: Finding Ways to Improve School Climate in

Classroom and Non-Classroom Settings

Hank Bohanon hbohano@luc.edu

http://www.hankbohanon.net

We All Need

Support

Hang in there!

Powerpoints

Enduring Understanding: Be able to identify the components of engaging environments that prevent and address problem behavior for students

Essential Questions

• What are the components of an effective school environment?

• How do these components connect with an effective instructional model across settings?

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• “Systematic Analysis and Model Development for High School Positive Behavior Support” Institute for Education Science, U.S. Department of Education, Submitted with the University of Oregon. Awarded 2007.

(Q215S07001)

• “Character Education: Application of Positive Behavior Supports” to U.S. Department of Education, Safe and Drug Free Schools. Awarded 2007. (R324A070157)

Thank you! Thank you!

• New Hampshire Department of Education

• Institute on Disabilities, University of New Hampshire

• New Hampshire’s Center for Effective Behavior Interventions and Support

• Southeastern Regional Education Service Center

• Strafford Learning Center

• You!

Effective School Environments

Career Builder

Reflection

• See Handout “Supportive Environments Quiz”

• Take the quiz

School Connectedness: Social and Emotional Learning

What are some of the important

factors for later success for students?

Factors

• Graduation

– Passing Year 9 English, Algebra 1

– School Connectedness – lack of leads to

• use substances

• engage in violence

• initiate sexual activity at an early age

McNeely, Nonnemaker, & Blum (2002)

National High School Center, National Center on Response to Intervention, and Center on Instruction (2010)

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School Connectedness

• Positive classroom management climates

• Participation in extracurricular activities

• Higher grades

• Attending class

• Tolerant discipline policies

• Self-Discipline (autonomy, goal setting)

• Small school sizes (weak connection)

McNeely, Nonnemaker, & Blum (2002)

Ferris Bueller – the non-example video?

Classroom and Non-Classroom Supports

Tell me about your favorite class and teacher

Components of Effective Classroom Settings

• Maximized Structure

• Post, teach, model reinforce expectations

• Active engagement

• Varity of ways to acknowledge

– Including success!

• Continuum of ways to respond

(Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008)

What makes for Effective Non-Classroom Settings?

See Self-Assessment in Handout

What do you include in your course syllabi?

Mark Shinn (http://markshinn.org)

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The Syllabus

• Goals

• Contact information

• Success Traits

• Rules/expectations

• Activities

• Grades/Status

• Procedures

• Entering

• Tardy/Absence

• Materials

• Assignments (returns)

• Due dates

• Late, missing work

• Communication

• Ending class

• Consequences

• Model projects

• Checklists

Sprick (2006)/Shinn http://markshinn.org

See examples – http://www.hankbohanon.net (Resources page under “Teaching” Sample first days of school for high school teacher)

Planning

• See example

• What connections can you make for your staff?

Teaching Expectations

High School Football?

Learning through punishment

See lesson- Blank!! Possible Example Teaching Story 1 or Pre-Teaching Student example from football

Teaching Expectations

Examples • Staff orientation

meetings • Handbooks • Lesson plans • Syllabus • Posters • Booster sessions • Pre-correct/remind

Key Elements

• Rationale

• Negative examples

• Positive examples

• Practice/Feedback

• Evaluate

Fruita Monument Example

Alignment

• Common Core (National) – Key areas

• College Readiness • Math • Language arts/English

– http://www.australiancurriculum.edu.au/ – http://www.corestandards.org/about-the-standards

• Social and Emotional Standards (SEL) – Self-awareness and self-management skills – Social-awareness and interpersonal skills – Decision-making skills and responsible behaviors

• http://education.qld.gov.au/studentservices/protection/sel/ • http://www.isbe.net/ils/social_emotional/standards.htm

See examples from core?

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Classroom Cafeteria Hallway Restroom Office Auditorium BusesEmergency

SituationsTechnology

Be

Respectful

1. Listen attentively

to speaker.

2. Participate

actively in lesson.

3. Work

collaboratively in

groups.

4. Follow directions

of the teacher.

5. Leave the

environment neat

and orderly. (SLK 1,

3, 6)

1. Remember to

say "please" and

"thank you".

2. Use your inside

voices.

3. Wait your turn in

line.

4. Quickly take a

seat and remain

seated until you are

dismissed.

5. Use appropriate

table manners.

(SLK 1, 3, 6)

1. Walk quietly.

2. Keep hands and

body to self.

3. Quiet voices.

4. Appropriate

language.

5. Be aware of

classes in session.

(SLK 1, 3, 6)

1. Flush the toilet.

2. Use restroom for

intended purposes

only.

3. Keep walls,

floors and mirrors

clean.

1. Enter quietly

2. Use appropriate

language.

3. Wait your turn.

4. Remain on

"visitor" side of

counter. (SLK 1, 3,

6)

1. Select a seat and

remain seated.

2. Keep hands and

objects to yourself

3. Use your inside

voice.

4. Ask and receive

permission to

move.

5. Listen to others.

6. Respect the

space.

(SLK 1, 3, 6)

1. Board the bus

quickly and sit

down.

2. Remain seated.

3. Use an

appropriate tone of

voice.

4. Use appropriate

language.

5. Follow the

directions of the

driver.

6. Keep hands and

feet to self and

inside the bus. (SLK

1, 3, 6)

1. Remain quiet

and calm.

2. Listen and follow

directions of the

staff. (SLK 1, 3, 6)

1. Following teacher

directions for the

task

2. Handling my

computer/IPAD with

care

3. Maintaining all

school designated

settings ----

Be

Responsible

1. Come prepared to

learn with materials,

supplies and

homework..

2. Complete your

tasks in a timely

manner.

3. Use technology

appropriately.

4. Take good care of

equipment,

materials and

furniture.

1. Wash your hands

before eating.

2. Leave your area

cleaner than you

found it.

3. Use your time

wisely.

4. Eat your food.

5. Dispose of trash

properly.

6. Follow directions

of all adults.

1. Have a pass.

(One pass/one

student).

2. Walk to the right

in the hall and on

the stairs.

3. Go directly to

your destination

without detour.

4. Pick up garbage.

1. Wash your hands

with soap.

2. Get in and get

out.

3. Get permission

from the teacher

and bring a

completed pass.

1. Have a pass.

2. Ask permission.

3. Return promptly

to class.

1. Follow school

rules.

2. Alert adult of

unsafe behavior.

3. Help keep seats

in good condition.

(SLK 1)

1. Help keep seats

and vehicle in good

condition.

2. Keep aisle clear.

3. Open windows

only to the marked

spot.

4. Report problems

to the driver, bus

monitor and

principal.

1. Alert

appropraite

personnel.

2. Keep space

between you and

the situation if

possible.

1. Only visiting

designated and

appropriate

websites----

2. Observing energy

saving techniques

Be Kind

1. Use polite words.

2. Help clean up the

classroom.

3 Show

consideration to

others.

4. Remain in your

space and respect

the space of others.

(SLK , 3, 6)

1. Greet the staff.

2. Say, "thank you"

after you are

served.

3. Invite someone

new to sit with you.

4. Be generous, not

wasteful.

5. Offer help to

those who need it.

6. Include others in

conversation. (SLK

1, 3, 6)

1. Smile

2.Greet others, for

example, "Good

morning."

3. Help others pick

up fallen books or

materials. (SLK 1, 3,

6)

1. Respect others'

space and privacy.

(SLK 1)

1. Be kind to

guests.

2. Say "please" and

"thank you". (SLK

1)

1. Be friendly.

2. Show

appreciation.

3. Applaud

appropriately. (SLK

6)

1. Greet the bus

driver and bus

monitors.

2. Use polite

words.

1. Make sure others

are safe.

1. I report misuse of

technology --

2. I report any issues

or damage to

materials

CPS Matrix Aligned with Common Core Standards – See http://www.hankbohanon.net

Aligned with Speaking and Listing Literacy National US Standards

Newcomer (2009)

Sample Classroom Matrix

Which of these behaviors would you like to address?

Shawnee Mission Schools, KS

Shawnee Mission Schools, KS

Shawnee Mission Schools, KS

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Shawnee Mission North Football Jerseys

• See Handout: Matrix for Laptops and Desktops

Locker Song to Ho, Ho, Ho..

• First ones done, first ones to check out

https://www.flickr.com/photos/75030458@N08/6849508067/in/photolist-7WBUja-5G7o4F-4DiFi-TuwUY-hyBM5-4NHJDw-4NDuuD-brgw7F-aDED93-awppzq-z4eHY-3a5Bvv-2j68iL-cdwH1-z4f9m-3EUFh5-3j3xGj-9aj1MZ-byfjkP-nU7H5-6ZsgbA-3iYjLe-csN6cY-dF6ecK-huKHc-2Pk1ZR-buf33x-7uhdWm-g5crR-5uvFVn-5VrZXT-2WYPkf-fXLBo8-fXLf5E-cMGLi1-9zvcqc-4MV7u7-mDn41E-bBFe8-6MPhZs-334Siw-di1EbH-en7h9z-2j68oJ-dHKkuW-fXLgfL-ttjsX-5R38Rn-97cbRr-7C31K4

Prepare your staff

• http://vimeo.com/14818677 and Huntsville Cafeteria video

• See check list in handbook, what did you see?

• 2 minutes..What does PBS look like…

• How are you teaching expectations?

Change Point Analysis: 2005-2008

0

0.2

0.4

0.6

0.8

1

1.2

Sep

-05

Nov-

05

Jan

-06

Mar-

06

May-0

6

Ju

l-06

Sep

-06

Nov-

06

Jan

-07

Mar-

07

May-0

7

Ju

l-07

Sep

-07

Nov-

07

Jan

-08

Mar-

08

May-0

8

OD

R's

/Per

Day/P

er

Mo

nth

/100 s

tud

en

ts/A

vera

ge D

ail

iy

En

roll

men

t

Month

ODR's

Possibly the

booster for

students and

PD for staff in

Jan/Feb 2007

Planning

• See example lesson plans on website

• How are you going to prepare your staff to teach expectations?

• What types of behavior? What times of year to teach?

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Acknowledgement

Cheerleading Video?

Earned this bag on SW…

Acknowledgement…

• As part of schoolwide approach, can lead to improved performance

– Improved attendance (de Baca, Rinaldi, Billig, & Kinnison, 1991).

– Reductions in discipline problems (Bohanon et al., 2012)

• Functional outcomes are important

– Relevant curriculum

– Social connection (Dunlap, Foster-Johnson, Clarke, Kern, & Childs, 1995).

Other Advantages of Praise

Decreases in emotional exhaustion

Higher efficacy

Reinke, W. M., Herman, K. C., & Stormont, M. (2013). Photo by Josh Thompson

Video

• See examples of why this is important

– One page document “Acknowledging Students for Good Behaviors”

– Cool tool

– What are your doing around acknowledgement?

– Zappos example? See short example video 0-1:36; 2:17-2:32

High Frequency

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Buzzy Buck Teacher Rewards Program 2 – Soft Drink 3 – Candy Bar 5 – Preferred Parking 8 – Free Lunch 10 – No Bus Duty 15 – No Morning or Lunch Duty 20 – Extra Planning Period

Tonya Ryder, Assistant Principal

Selena Gomes, Graduation Coach / Teacher

Oberlin High School, LA

System of Recognition

– “Tickets” given to students engaging in positive and appropriate behaviors

– Kids can turn in for items, save for big ticket items…all are put in a big bin for quarterly drawings

– Concessions at games, parking spots, VIP seating

Jody Mimmack, PhD Fruita Monument High School, CO

CHUCK HANSEN, Principal

AMY PALMER, Teacher

SULPHUR HIGH SCHOOL, LA

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Intermediate

CONGRATULATIONS!!!

DIVISIONS: Freshman div. 132 Mr. W

Sophomore div. 040 Mr. J & Ms. M Junior div. 903 P

Senior div. 816 Mr. W

YOU WERE ONE OF THE TOP DIVISIONS OF YOUR CLASS WITH THE LEAST NUMBER OF LOANER SHIRTS CHECKED

OUT FOR THE MONTHS OF November and December!

Be Appropriate and be in uniform; was our school wide goal for November and December!

Thank you for your dedication to making this a PARR-FECT and APPROPRIATE school!

We will be having a large Pizza party for you

this Thursday January 17th

at 11:00am!

In the social room following finals students MUST have their ID’s on to gain entrance to the party!

Gold and Silver ID Cards

Timber Creek High School, FL, JOHN WRIGHT, PRINCIPAL

Large Scale

A Night in Paradise…

Tonya Ryder, Assistant Principal

Selena Gomes, Graduation Coach / Teacher

Oberlin High School, LA

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1st Six Weeks Party –

CHUCK HANSEN, Principal

AMY PALMER, Teacher

SULPHUR HIGH SCHOOL, LA

A Night in Paradise…

Tonya Ryder, Assistant Principal

Selena Gomes, Graduation Coach / Teacher

Oberlin High School, LA

Teacher earns vacation

Timber Creek High School, FL, JOHN WRIGHT, PRINCIPAL

In recognition of excellence in teaching,

__________ is awarded this certificate for devotion

to the students, commitment to learning, and

dedication to the core values of R High School.

Date

, Principal R324A070157

From Susan Barrett

From Susan Barrett

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Matrix

• See example

• How will you prepare your staff?

• Think through levels of acknowledgment for students and faculty.

Engagement and Opportunities to Respond

Non-example - Ferris

Instructional/Emotional Support

Laughing with students Out of desk greeting

Ask about events

Ask “why”?

Choice of responding

http://mzteachuh.blogspot.com/2012/05/that-kid-drives-me-nuts-tweets-of-day.html http://ignitebrownsville.blogspot.com/p/picture-gallery.html http://english.vietnamnet.vn/fms/sports/57762/hanoi-to-host-5th-asean-student-sports-games.html http://www.phy.bris.ac.uk/news_archive1.html http://www.hillel.org/jewish/ask-big-questions

Failure rates

from 17% to 11%

Allen, Gregory, Mikami, Lun, Hamre, & Pinata (2013)

Example

• Blues Clues?

• Schoolwide examples https://www.youtube.com/watch?v=y0H5XsZ1gzA

• See example, how is this teacher preventing problem behavior through engagement?

– See steps in handout

– https://www.youtube.com/watch?v=zxTuPVtayOI

Redirection and Active Supervision

JcPenny’s does this very well

How some mom’s handle the pressure video – Whitney Young

Videos

What does PBIS Look Like? – Active Supervsion..opennnig Redirection examples 6.12 mins http://vimeo.com/14818677

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Is the behavior

office-

managed?

McClatchy Students Video, Dean?

What is all of this

tardy business?

Definition of ON TIME:

Student is 100% through the threshold of the classroom before the second bell rings.

INAPPROPRIATE entrance to class:

Appropriate way to enter the classroom:

See article about hallways @ http://hankbohanon.net on publications page

Be at post Escort students Brief interactions (Johnson-Gros et al., 2008)

Support Staff: Preventing and Responding

• Teach skills for prevention – Good classroom instruction

– Non-classroom settings

• Teach skills for redirection – Classroom

– Non-classroom settings

• See Handout “Professional Development on Redirection”

Videos

• Michael Kennedy

• http://vimeo.com/14818677

– See What does PBIS Look Like? – Opening, Redirection examples 6.12 mins

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Strategies

• Mendler, A. (1997) Power struggles: Successful tips for teachers. Bloomington, IN: Solution Tree.

Classroom Management

• Knoster, T. (2008). The Teacher’s pocket guide effective classroom management, Baltimore, MD: Paul H Brookes

Addressing Tardies

• Start on Time!

• Randy Sprick

http://www.pacificnwpublish.com/home/pn

p/page_38_14/start_on_time_safe_transiti

ons_and_reduced_tardies.html

Where are you?

• Complete

– Classroom management self-assessment

– http://www.pbis.org/pbis_resource_detail_page.aspx?Type=4&PBIS_ResourceID=164

• Free training on active supervision (limited time only)

– https://www.irised.com/freecourse&?utm_source=IRIS+Educational+Media+Mailing+List&utm_campaign=9d73acd430-FREEprog_SysSupEvElem_8_5_2014&utm_medium=email&utm_term=0_cb7ab95a8b-9d73acd430-291122974#.U-U6UPldWSq

Practice

• See the example provided

• Narrator, two students, and teacher

• Describe one or two ways you could use climate strategies to help this teacher?

Resources

• State Implementation & Scaling-up of Evidence-based Practices Center – http://sisep.fpg.unc.edu/

• Kotter, J. (1995). Leading change: Why transformation efforts fail. Harvard Business Review, 73(2), 59–67. Retrieved from http://hbr.org/

• http://www.hankbohanon.net/Resources_1.html

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Resources

• Year-at-a-glance

– http://www.hankbohanon.net/Resources_1.html

• Training script for booster for staff

– http://www.hankbohanon.net/Resources_1.html

Videos

• Michael Kennedy http://vimeo.com/channels/129830

– Fruita Monument

– Consistent

• Scott’s Pride https://sites.google.com/a/ddouglas.k12.or.us/scotspride/

Finding more plans

• Sample Lesson plans

–http://www.pbismaryland.org/

–http://www.hankbohanon.net

• More Video Example – http://vimeo.com/groups/pbisvideos

Other Supports

• Defusing Disruptive Behavior in the Classroom – Geoff Colvin http://www.lookiris.com/store/K-

12_Professional_Development/Defusing_Disruptive_Behavior_in_the_Classroom/

• Classroom management training – http://pbismissouri.org/class.html

• The FAST Method – http://www.lookiris.com/store/K-

12_Professional_Development/The_FAST_Method_ONLINE/

Other Supports

• IRIS Online Modules – http://iris.peabody.vanderbilt.edu/resources.html

• Rti Action Network Article Behavior and Academics – http://www.rtinetwork.org/Learn/Behavior/ar/Integrating-Behavior-

and-Academic-Supports-Within-an-RtI-Framework-General-Overview

• National Center on PBIS – http://www.pbis.org

• Association of Positive Behavior Support – http://www.apbs.org

• CASEL – SEL Center – http://casel.org/

• Brawley, S. (accessed March 22, 2011). PBS in the classroom. M.Ed. Heart of Missouri RPDC. http://www.cesa7.org/pbis/Classroom_Management.asp

• McNeely, C. A., J. M. Nonnemaker, J.M., & Blum, R. W. (2002). Promoting School Connectedness: Evidence from the National Longitudinal Study of Adolescent Health. The Journal of School Health 72(4): 138-146.

• Morrissey, K. L., Bohanon, H., & Fenning, P. (2010). Positive behavior support: Teaching and acknowledging behaviors in an urban high schools. Teaching Exceptional Children, 42(5), 26-35.

• National High School Center, National Center on Response to Intervention, and Center on I nstruction. (2010). Tiered interventions in high schools: Using preliminary “lessons learned” to guide ongoing discussion. Washington, DC: American Institutes for Research.

• Newcomer, L. (2009). Universal positive behavior support for the classroom. PBIS Newsletter, 4(4). Retrieved September 24, 2009 from http://www.pbis.org/pbis_newsletter/volume_4/issue4.aspx

• Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based Practices in Classroom Management: Considerations for Research to Practice1. Education & Treatment of Children, 31(3).

• Story from middle school high school http://www.wickedlocal.com/ashland/topstories/x1777802903/IN-THE-CLASSROOM-Rewarding-positive-behaviors#axzz1HLe0R2nk

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More Resources

• Bohanon, H. & Wu, M. (In Press). Developing buy-in for positive behavior support in secondary settings. Preventing School Failure. http://ecommons.luc.edu/education_facpubs/17/

• Bohanon, H., Castillo, J., & Afton, M. (In Press). Embedding self-determination and futures planning within a schoolwide framework. Intervention in School and Clinic. http://ecommons.luc.edu/education_facpubs/16/

• Bohanon, H., Fenning, P., Hicks, K., Weber, S., Their, K., Akins. B., Morrissey, K., Briggs, A., Bartucci, G., Hoeper, L., Irvin, L., & McArdle, L. (2012). Case example of the implementation of schoolwide positive behavior support in a high school setting. Preventing School Failure, 56 (2), 92-103. http://ecommons.luc.edu/education_facpubs/7

• de Baca, M. R. C., Rinaldi, C., Billig, S., & Kinnison, B. M. (1991). Santo Domingo School: A rural schoolwide project success. Educational Evaluation and Policy Analysis, 13(4), 363-368. doi: 10.3102/01623737013004363

• Dunlap. G., Foster-Johnson, L., Clarke, S, Kern, L., & Childs, K. (1995). Modifying activities to produce functional outcomes: Effects on problem behaviors of students with disabilities. Journal of the Association of Persons with Severe Handicaps, 20, (4), p. 248-258.

• Flannery, B. K., Guest, E., & Horner, R. (2010). SWPBS: Schoolwide positive behavior supports. Principal Leadership, 11(1), 38-43. doi: 2123461661

• Johnson-Gros, K. N., Lyons, E. A., & Griffin, J. R. (2008). Active supervision: An intervention to reduce high school tardiness. Education & Treatment of Children, 31(1), 39-53.